HomeThe Learner at the Heart of Educational and University System

The Learner at the Heart of Educational and University System

L’apprenant au cœur du système éducatif et universitaire

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Published on Friday, February 18, 2022

Abstract

Français English

The third edition of the International Citizen Education Forum focuses the attention of scientific contributors, experts, and citizen actors on The learner at the heart of the education and university system. It offers a moment of pause and reflection to fully grasp the complexity, the paradoxes and the challenges posed by the state of education and the pitfalls that weigh on the basic mission of the school (training, socialization, qualification ) and the university (training, research, services to the community). The dynamic that will be injected by this approach assumes that we are not content to simply grasp the inventory; on the contrary, it calls for projecting multiple and diversified development prospects.

Announcement

Français English

4-5-6 November 2022 – The Medina (Hammamet - Tunisia)

Argument

The first two editions of the International Citizen's Education Forum focused successively on university pedagogy and teacher training (1st edition, March 2017, Sfax ,Tunisia) and on the governance and quality of education systems (2nd edition, March 2019, Hammamet, Tunisia). This third edition is organized in a process of continuity of reflection, analysis and suggestion and in a logic of collective action (Boudon (1973), Olson (1978) and Amblard et al. (2005)) placing the learner in the center of the process (Delors, 1996; Morin, 1999; Unesco, 2015). Education is today the focus of all concerns in the world: social inequalities, equal opportunities and social justice are currently under debate (Dubet, 2011, 2021). Previously perceived as a pusher for integration into society, citizenship and a culture steeped in progress, school (like the university) is equated today, for a greater number of individuals, to an instrument of inequity, exclusion, humiliation and stigmatization (Cortesero, 2014, MSS, 2018, Dubet, 2020, OECD, 2020).​

So, as the UN argues, we face a risk of preventing humanity from harnessing the enormous potential of education and undermining decades of progress while exacerbating stubborn inequalities (Guterres, 2020). The years 2020 and 2021, with the health, economic and social crisis linked to Covid-19, have taught us that there is an urgent need for an overhaul (re-invoking reflection on the foundations and the purpose of education in a renewed vision of the world), remediation (updating and building various educational paths and educational scenarios) and restructuring (rethinking an educational architecture under the aegis of ergonomics and techno-structural design: organizational environment, technologies and conditions educational). It is therefore, more than ever, a necessity to face up a major challenge which consists in reforming the education systems in order to train responsible, alert citizens, capable of integrating the work environment, of carrying out projects and of evolving in a highly competitive and rapidly changing socioeconomic world (ACE, 2021) which requires sustainable and transferable skills (Dujardin, 2013). The Forum team, reinforced by the success of the two previous editions, is firmly convinced in the construction of an educational system that is both modern and anchored in its cultural heritage, based on a living and dynamic democracy, open to participation citizenship and diversity, through accessible, equitable, universal, quality and inclusive education. ​

The third edition of the International Citizen's Education Forum is designed in line with the two previous editions. The place of the learner will be highlighted and at the center of the activities of reflection, exchange and sharing of research results or reports of experiences during conferences, scientific communications, posters, round tables and exhibitions of innovative tools. More specifically, this third edition aims to propose the formulation of articulated observations, results of strategic diagnoses and recommendations of potential transformations, carriers of social justice around actions to reduce educational inequalities, dropout, school and university failure, employability of young and old (as well as masters and doctorate holders). Also, the organization of the axes of this Forum aims to generate diverse contributions (academic and experiential), relevant (significant for the actors and of citizen interest) with reflexive, innovative and practical aims (channeling the reflection and proposing avenues of improvement).​

From this perspective, the central theme of the Forum largely invites us to question several interdependent dimensions by drawing on interdisciplinarity and transversality crossing through the various axes. Speakers can, among other things, address questions such as: What mission should the different levels of education (including preschool) fulfill? How to orient educational policies and with what educational project? ​

How should we understand social inequalities and educational inequalities? What are the political and socio-economic factors that influence these inequalities? What are we proposing to breathe new life into learners and concretely reduce social and educational inequalities? What observations can we make of both school or university dropout or failure and the unemployment of graduates? How to make the pedagogical remediation levers work? What place should we give to the guidance-oriented approach to give meaning to learning and stimulate academic perseverance? How can vocational training be upgraded? What do we suggest to improve the skills and employability of young people and adults? What type of learner do we want to develop? Can entrepreneurship as an activity integrated into school and university paths contribute to employability? How to train in scientific research and prepare the next generation? What analysis can be made of the practice of scientific research and its funding? How to train future professionals in the field of education or in other sectors, taking into account scientific and technological developments? What role can the evaluation of programs play in improving training and the relevance of courses? How can we look at digital and educational devices with the experience of the Covid-19 health crisis? What governance and change management strategies can we implement in this time of health crisis, social crises and digital revolutions?​

Axis 1: Mission, vision, values, educational policies and strategies​

  • Mission, vision and values ​​of preschool, school and university education​
  • Educational policies, national educational projects and transversal impacts​
  • Collaborative and partnership strategies, equal opportunities and educational  success​
  • Education for sustainable environment, democracy and citizenship: policies and strategies​
  • Inclusive projects and programs: students at risk, students with disabilities, students in difficulty, giftedness​
  • Help, support and guidance services for pupils and students with special needs​

Axis 2: Social inequalities, educational inequalities, socioeconomic factors​

  • Political, socioeconomic, environmental factors and inequalities​
  • Impacts of social inequalities on the mission of education and educational success​
  • Geographic inequalities, accessibility, student mobility and facilitation programs​
  • Training of teachers and education professionals in the area of ​​inequalities​
  • Equity, diversity and inclusion (EDI): policies and best practices​

Axis 3: Educational dropout and failure: socio-cultural factors and remediation​

  • School and university dropout and failure factors​
  • Fight against dropping out, remedial measures and "re-schooling" strategies​
  • Gender equality and school perseverance: influencing factors​
  • Role of the family and involvement of stakeholders in educational processes​
  • Roles of the teacher, resources, services: school climate, violence and cyberbullying​

Axis 4: Guidance, vocational training, qualification, employability and entrepreneurship​

  • Orientation, qualification, employability and entrepreneurship issues at school and university​
  • Relationship between educational guidance, qualification and employability: the unemployment of graduates under debate​
  • Anticipation approaches for the professions of the future and adjustment of training to jobs​
  • Work-study and collaboration strategies between schools, universities and employers​
  • Technical and vocational training, new skills and entrepreneurship​
  • Continuing education, lifelong education​

Axis 5: Educational practices and innovation, digital integration and collaborative strategies​

  • Educational approaches and practices: impacts on motivation and engagement of learners​
  • Teaching practices for pupils with special needs (pupils in difficulty, handicapped, gifted)​
  • The development of language teaching and its impact on learning and the culture of the learner​
  • Competency-based approaches, program approach and consistency of learning​
  • Analysis of teaching practices, reflective posture, collaboration strategies​
  • Education, educational innovation and skills development in the digital age​
  • Distance learning, ergonomics of digital learning environments​

Axis 6: Scientific research and partnership in the age of the knowledge economy​

  • Issues and challenges of scientific research, research training and scientific succession​
  • Research management, organization and funding process​
  • Synergies of research partnerships between State, university and business​
  • Research ecosystem: interdisciplinarity, collaborative research, creativity​
  • Role of the university in the production and dissemination of knowledge​
  • Pathways between science, innovation and society​

Axis 7: Steering, governance, management and ownership of change in education​

  • Steering and governance of education systems: quality and efficiency​
  • Governance and steering skills in education: training of education stakeholders​
  • Participatory management and shared, distributed or inclusive leadership​
  • Program evaluation: utility, principles, impact, appropriation of the change​
  • Organization of the educational environment and management of school space and time​
  • Architecture of university campuses, sports complexes and related spheres of activity​

Submission of abstracts ​

Based on this argument and within the framework of one of the axes, contributions from local, national and international pragmatic experiences are requested, as well as contributions from research work.​

The proposals submitted can take different forms:​

  • Individual communications: these are formal presentations on an original scientific contribution (ie, based on a scientific approach and analysis of data of all kinds) by one or more authors within thirty (30) minutes, including twenty (20) minutes for the presentation and ten (10) minutes of discussion for each intervention.​
  • Posters: Poster communications are intended for face-to-face discussions. This communication format is particularly relevant for presenting visual information (tables, graphs, diagrams, etc.). Each poster session (bringing together different participants) can last between thirty (30) minutes and one hour (1h). Presenters should be present to discuss their posters for the full duration.​
  • Round tables: round tables are envisaged by the scientific committee to stimulate conversations and to allow in-depth discussions between presenters and participants on one of the scheduled topics. Two (2) to three (3) presenters are assigned to a table for each session. In general, each presenter has a period of fifteen (15) minutes for his main performance. The mediator provides an overview of the whole debate and the participants in the round table can intervene with questions or suggestions.​

Evaluation criteria

All contribution proposals are evaluated by double-blind members of the scientific committee.​

Proposals for individual papers and posters are evaluated according to the following criteria:​

  • Appropriateness and importance of the research topic / question / problem.​
  • Research design if this is an empirical study, including clearly stated questions, data sources, data collection and analysis procedures.​
  • Theoretical or conceptual framework, if applicable, including the integration of the subject into current thought, clear exposition of the subject and its contribution to the scientific literature.​
  • Mode of presentation (indicative of a clear and well-organized presentation).​

Roundtable proposals are evaluated according to each of the following criteria:​

  • Clarity of the objectives and expected outcomes of the session.​
  • Methods provided for engaging participants.​
  • The consistency and complementarity of the different interventions.​
  • Presentation mode (clearly indicated schedule of activities devoting a period to public participation).​

Proposal Format

  • Title: 20 words​
  • Short summary: 200 words​
  • Summary: 500 words​

Proposals for contributions are accepted in electronic form on the following form.

They must include the following information:​

  • Names and first names of the authors​
  • Establishment (s)​
  • Status​
  • Email address​
  • Telephone number​
  • Address​
  • Contribution axis (three (3) choices in order of priority: distribution by the scientific committee)​
  • Short summary​
  • Long summary (can be provided at time of submission and until May 30, 2022)​

For more information: email us at: forumeducation.tunis@gmail.com​

Important dates to remember​

  • January 7, 2022: dissemination of the call for contributions.​

  • March 15, 2022: deadline for abstract submissions.

  • May 15, 2022: notice to the authors on the selected proposals.​
  • June 15, 2022: registration opens.​
  • July 31, 2022: closing of contributor registrations.​
  • September 1, 2022: diffusion of the program.​

Publishing project

Following the forum, dissemination actions will take two forms: that of acts published on the Forum's website and referring to scientific communications; and that of the publication of a collective work, the relevance and scope of which will be discussed at a post-forum meeting. Partnerships between stakeholders initiated during various Forum events will be established with a view to publications. The objective is for them to be preliminary to the development of a project around a new journal or collection in "Educational Sciences", Tunisian, African and international. The Forum as well as the publications will be a vehicle for boosting relationships initiated by individuals or by teams and which can materialize through existing networks or those to be built.​

Bibliographical references

ACE ( 2021). Réforme du système éducatif tunisien [2015]. Communiqué de presse. Alliance citoyenne pour l’Éducation (Tunisie).  ​

​Amblard, H., Bernoux, P., Herreros, G., et Livian, Y.-F. (2005). Les nouvelles approches sociologiques des organisations (3e éd.). Seuil  ​

​Boudon, R. (1973). L'inégalité des chances : la mobilité sociale dans les sociétés industrielles (Collection u). A. Colin.  ​

​Cortesero, R. (2014). L’urgence à inventer de nouvelles alliances entre l’école et les jeunes. Le Lab  ​

​Delors, J., Commission internationale sur l'éducation pour le vingt et unième siècle, & Commission internationale sur l'éducation pour le vingt et unième siècle. (1996). L'éducation : un trésor est caché́ dedans : rapport à l’Unesco. UNESCO.  ​

​Dubet, F. (2011). Égalité des places, égalité des chances. Études, 414, 31-41.  ​

​Dubet, F. (2020). Chapitre 39. Les mutations du travail éducatif. Dans : Noël Touya éd., Travailler en MECS: Maisons d'enfants à caractère social (pp. 765-771). Dunod.  ​

​Dubet, F.&  Duru-Bellat, M. (2021). Épreuves et paradoxes de l’égalité des chances. Dans Sylvie Octobre, & ​

Régine Sirota.(dir).  Inégalités culturelles : retour en enfance. Paris: Ministère de la Culture - DEPS.  ​

​Dujardin, J-M. (2013). Compétences durables et transférables : clés pour l’employabilité. De Boeck.  ​

​Gutteres, A. (2020). L’éducation en temps de Covid-19 et après. Note de synthèse. ONU.  ​

​Morin, E. (1999). Les sept savoirs nécessaires à l'éducation du futur. Seuil.  ​

​OCDE (2020), Regards sur l'éducation 2020 : Les indicateurs de l'OCDE. OCDE.  ​

​Olson, M. (1978). Logique de l'action collective. Presses Universitaires de France.  ​

​UNESCO (2015). Repenser l'éducation : vers un bien commun mondial ? UNESCO.  

Scientific committee

Aouni​

Mahjoub​

Professor ​

Monastir Faculty of Pharmacy​

Tunisia ​

Ayed​

Wajih​

Lecturer​

FLSH of Sousse​

Tunisia ​

Ben Dhiab​

Mohamed​

Professor ​

Faculty of Medicine of Sousse ​

Tunisia ​

Ben Hafaiedh​

Abdelwahab​

Professor ​

Social Sciences Forum​

Tunisia ​

Ben Henda​

Mokhtar​

Professor ​

Bordeaux Montaigne University ​

France​

Ben Salah​

Besma​

Professor Technologist ​

ISET – Sousse​

Tunisia ​

Ben Salah​

Nizar​

Professor ​

ENSIT​

Tunisia ​

Ben Youssef​

Adel​

Professor​

FLSH of Sousse​

Tunisia​

Besbes​

Feyka​

Assistant professor ​

FLSH of Sousse​

Tunisia ​

Bouvier​

Alain​

Professor ​

Sherbrooke University​

France​

Chenchabi​

Hédi​

Directeur ​

FIDE​

France​

Chniti​

Lilia ​

Lecturer​

ISITCOM SOUSSE​

Tunisia ​

De Lièvre​

Bruno​

Professor ​

University of Mons​

Belgium ​

Dellagi​

Dorra​

Professor​

ENAU​

University of Carthage ​

Tunisia ​

Dridi​

Houssine​

Professor – Chairman of the scientific committee ​

UQAM ​

Canada​

Dubé​

France​

Professor ​

DEFS - UQAM​

Canada​

Dufour​

France​

Professor ​

DEFS - UQAM​

Canada​

Elloumi​

Ali​

Professor ​

niversity of Sfax  ​

Tunisia ​

Elouafa​

Idriss​

Lecturer​

ADI AYYAD University ​

Morocco​

Ferréol​

Gilles​

Professor ​

University of Franche Comté ​

France​

Fezzaa EP Ghriss​

Najoua​

Assistant professor  ​ ​

ISEFC​

Tunisia ​

Gérard ​

Laetitia ​

Consultant​

Higher education pedagogy​

France ​

Gharbi​

Hafedh​

Assistant professor ​

FLS of Soussse​

Tunisia ​

Ghozi​

Kaouther​

Professor Technologist ​

ISET of Radès​

Tunisia ​

Hamouda​

Makram​

Professor - Coordinator  Scientific committee  ​

Tunis El Manar, Indiana, USA ​

Tunisia ​

Hintetit ​

Nejmeddine ​

Professor ​

Faculty of Medicine of Sfax  ​

Tunisia ​

Kouki​

Neji​

Director of Evaluation and Quality​

Manouba Education Commission ​

Tunisia ​

Lapointe​

Pierre​

Associate professor ​

Montreal university​

Canada​

Lebrun​

Marcel​

Professor ​

Catholic University of Louvain​

Belgium ​

Machta​

Kaouther​

Professor Technologist ​

ISET of Radès​

Tunisia ​

Mahersi​

Doniez​

Assistant professor ​

FSHS of Tunis ​

Tunisia ​

Marzouki​

Sami​

Professor ​

University of Manouba​

Tunisia ​

Mbarek​

Nouri​

Assistant professor  ​

FLSH of Soussse​

Tunisia ​

Ménard​

Louise​

Professor ​

UQAM​

Canada​

Miled​

Mohamed​

Professor ​

University of Carthage​

Tunisia ​

Ogé​

Fania​

Professor ​

ISTEAH​

Haiti ​

Ouerhani​

Béchir​

Assistant professor  ​

FLSH of Sousse​

Tunisia ​

Pigeonnat​

Yvan​

Educational advisor ​

Grenoble Polytechnic ​

France​

Portelance ​

Liliane​

Professor ​

UQTR​

Canada​

Potvin​

Maryse​

Professor ​

UQAM​

Canada​

Rebai​

Ahmed​

Professor ​

University of Sfax  ​

Tunisia ​

Salhi​

Sonia​

Assistant professor ​

University of Tunis ​

Tunisia ​

Tabib​

Rafaa​

Research Fellow​

Manouba University ​

Tunisia ​

Touzri Takari ​

Souad​

Professor ​

ISEAH of Zaghouan ​

Tunisia ​

Triki Charfi ​

Chahnez​

Professor ​

Faculty of Medicine of Sfax ​

Tunisia ​

Viola​

Sylvie​

Professor ​

UQAM​

Canada​

Zouari​

Yassin​

Research Fellow​

University of Tunis​

Tunisia ​

Zrigue​

Anissa​

Teacher​

FLSH of Kairouan​

Tunisia ​

Organizers Committee

Chafra ​

Moez​

President of the University Tunis El Manar-Tunisia ​

Belkacem ​

Lotfi ​

President of the University of Sousse-Tunisia ​

Messaoudi​

​

Hammadi ​

President of the University of Kairouan-Tunisia ​

Bel Hadj Salah​

Hedi​

President of the University of Monastir ​

Nesrine ​

zoghlami​

Director of IPEIEM-Tunis El Manar ​

Bouallegue ​

Olfa ​

Vice-president of the University of Sousse​

Khenissi ​

Moez ​

Vice-president of Sousse ​

Guerfel ​

Taha ​

Vice-president of the University of Kairouan ​

Briki ​

​

Radhouan​

Dean of the Faculty of Letters and Human Sciences of Kairouan ​

Hamrouni​

​

Mohamed Riadh​

Vice-Dean of the Faculty of Letters and Human Sciences of Kairouan​

Bourghel​

Saad​

Professor - University of Monastir ​

Places

  • Medina Conference & Expo Center
    Yasmine Hammamet, Tunisia (8050)

Event attendance modalities

Hybrid event (on site and online)


Date(s)

  • Tuesday, March 15, 2022

Keywords

  • éducation, apprenant, formation, apprentissage, enseignement, école, université, gestion, gouvernance, pilotage, pédagogie, innovation, inégalité, justice sociale, territoire, handicap

Contact(s)

  • Imen Jarboui
    courriel : Forumeducation [dot] tunis [at] gmail [dot] com

Information source

  • Houssine Dridi
    courriel : dridi [dot] houssine [at] uqam [dot] ca

License

CC0-1.0 This announcement is licensed under the terms of Creative Commons CC0 1.0 Universal.

To cite this announcement

« The Learner at the Heart of Educational and University System », Call for papers, Calenda, Published on Friday, February 18, 2022, https://doi.org/10.58079/18a1

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